Teachers' Perceptions of Educational Reform: The Schools' Readiness, Supporting Mechanisms and Contributions of the Reform

Autor/inn/en	Avidov-Ungar, Orit; Arviv-Elyashiv, Rinat
Titel	Teachers' Perceptions of Educational Reform: The Schools' Readiness, Supporting Mechanisms and Contributions of the Reform
Quelle	In: International Journal of Educational Management, 35 (2020) 1, S.173-187 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avidov-Ungar, Orit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-12-2018-0386
Schlagwörter	Foreign Countries; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Educational Change; Readiness; School Effectiveness; Teaching Conditions; Program Implementation; Israel + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungsreform; Schuleffizienz; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Purpose: The purpose of this paper is to examine the perceptions of teachers toward national reform in education according to the reform stage (Initiation, Implementation or Institutionalization) attained in their school. The study aim to examined: How do teachers perceive the current reform?; Is there a correlation between teachers' perceptions and reform stage?; To what extent are teachers' perceptions affected by school's mechanisms and school's readiness? Design/methodology/approach: The research methodology is quantitative. Teachers (N = 288) completed a written questionnaire. One-way ANOVA was used to investigate teachers' perceptions of the reform and its contributions to school effectiveness and to teachers' working conditions according to reform stage, while controlling for managerial position, teaching experience and school level. Multivariate modeling was used to examine the relationships between the variables. Findings: Teachers' overall attitudes toward the changes associated with the education reform lay between moderately negative and neutral. Reform was perceived to have made a greater contribution to school effectiveness than to teacher working conditions. School readiness for reform and the presence of school mechanisms supporting reform explained much (41%) of the variance in teachers' attitudes. Teachers holding leadership roles and those whose schools were in the Institutionalization stage exhibited more positive attitudes toward the reform and perceived it as having improved their working conditions to a greater extent than those without leadership roles or whose schools were in the Initiation or Implementation stages, respectively. Originality/value: Teachers' attitudes toward reform have not previously been examined in the context of reform stage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01